Online%20Autonomous%20Learning:%20The%20Use%20of%20LiveABC%20and%20Online%20Self-Learning%20Center

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Online Autonomous Learning The Use of LiveABC
and Online Self-Learning Center

• Yu-Chih Doris Shih
• Fu-Jen Catholic University
• English Teaching and Autonomous Learning
  Conference 2009

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Outline

• Introduction
• Method
• Results
• Questionnaire about self learning
• Computer attitude scale
• FJU LiveABC
• FJU Online self learning center and web
• Blog interviews
• Discussion and Conclusion

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Introduction

• Issues of autonomous learning include setting,
  the role of learning styles and strategies, age
  variable, individual versus group work, control
  and the locus of power, cultural relevance.
  (Healey, 2007).
• Purpose offer students in the Junior composition
  and conversation access to online self-learning
  programs and see how they use these programs

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Settings for self- directed learning
Locus of Control Locus of Control
Teacher Learner
Content Fixed A. Highly structured learning - Students control time and pace - Designer or teacher controls content, sequence, and evaluation B. Accreditation and training Students control time, pace, and sequence Teacher, board, or designer controls content and evaluation
Content Variable C. Contract-based independent study - Students and teacher negotiate all aspects D. Highly self-directed learning - Students control all aspects
(Healey, 2007, p. 380) (One of the perspectives
by Oxford, 2003)
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Method (1)

• Course Junior English Composition and
  Conversation
• Participants 12 students (2 M 10 F) (referred
  to as S1 to S12)
• Spring 2009 activities
• Choices of FJU LiveABC, FJU Online Self Learning
  Center, or FJU Online self Learning Web
• Blog entry every two weeks (Journal entry self
  learning report)

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FJU LiveABC (1)
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FJU LiveABC (2)
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CNN Resource in LiveABC
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CNN Quizzes
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FJU Online Self-Learning Center
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FJU Online Self-Learning Web (1)
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FJU Online Self-Learning Web (2)
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Method (2)

• LiveABC test taken on 3/3
• Other assignments
• Job application portfolio
• Problem solving
• Research paper
• Explanation
• Cross-section conversation activities

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Method (3)

• Data collection
• Questionnaire about Self learning (Fall 2008)
• Computer attitude scale
• Records on FJU LiveABC
• Records on FJU Online Self learning Web
• Blog entries
• Interview

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Results Questionnaire about self learning

• I have been conducting self study on English
  learning continuously.Yes 9 No 3
• Do you think we English teachers should foster
  your learning autonomy in class? Yes 7 No
  5
• Interested in topics related to the society,
  traveling, music, health issues
• I think teacher need not to enhance students
  motivations and abilities in learning
  autonomously through classes since whether or not
  to conduct the self-learning all lies on ones
  own will. To be honest, if the student doesnt
  have the intention to do any extra learning its
  really hard to raise their motivation. (S2)

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Results Computer attitude scale

• Learning computer above 4 years (9 people)
• Using computers
• gt 10 hours/week (5 people)
• 6-10 hours/week (3 people)
• 1-5 hours/week (3 people)
• Confidence in computer use M 3.18 SD 1.02
• Male is better in computer than female M2.95
  SD 0.96
• Learning through computer is less interesting
  M 3.73 SD 0.79
• Value of learning via computer M 4.09 SD1.14

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Results FJU LiveABC

• 5 students spent over 50 minutes on the
  activities
• 7 students record showed less than 5 minutes
• Unmatched record If the students did not take
  the test in the practice, the total time wont be
  recorded
• This program will not work on browsers other than
  IE
• The majority tried Learning English through CNN
  and Conversation via 3D simulation
• Before cross-section mock job interview, students
  accessed
• Introducing Yourself
• During an Interview -- Talking about Oneself
• How to Interrupt in a Meeting

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Results FJU Online Self-Learning Center and Web

• FJU Online Self-Learning Center
• 2 people accessed the reading area
• FJU Online Self-Learning Web
• No one gained points this area (data accessed
  3/28/09)
• Some students did browse and listen to the
  materials on it (English for fun)

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Results Blog entries interviews (1)

• LiveABC was too easy
• As for the Live ABC, i went into a listening test
  but found out it was too easy for me and I went
  out. (S9)
• LiveABC was useful
• Recently, I just finished the section of all
  walks of life in Live ABC self-learning website.
  It's more interesting than what I imagined before
  because there are some funny animations to teach c
  onversations. The roles in animation even have
  the vivid expressions. (S8)
• I especially like the CNN News, which covers
  extensive issues concerning our life. For
  example, I watched the news about how many kinds
  of chemicals might remain in human bodies, which
  provided me with a rough idea of the threats that
  certain chemicals could cause. (S7)

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Results Blog entries interviews (2)

• The Use of Self-Learning Center
• I also took some mocks by Online English Self-Lear
  ning Center for the preparation of my following
  TOEIC exam, but it seems that it is just a
  "try-out" since the resources are quite limited.
  But I like the English for Fun part introducing
  some famous clips with idiomatic expressions
  which I find it really interesting and useful.
  (S4)
• Activity in the Self-Learning Web
• Also, I took a course at English Self-learning
  Center website... Unit 1--"What is a Youth"
  (William Shakespeare--Romeo Juliet ) To me,
  this on-line course is much more attracted
  because there are poems with clear
  explanations and video with beautiful songs!
• Reading other classmates blog promoted ones
  learning.

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Discussion

• Not very confident in using computer to learn
• Felt learning through computer is less
  interesting comparing to learning through human
  interaction
• Better time management is needed
• Preferred visual and animated materials

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Learning Style Preferences (1)

• Inventory of Online Learning Styles by Shih Liu
  (Liu, Shih, Yeh, 2008 Shih, 2007)
• 15 factors
• Perceptual factors included
• text,
• visual,
• auditory,
• active

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Learning Style Preferences (2)
Learning Styles N 372(different majors) N 372(different majors) N101 (ENG major) N101 (ENG major)
M SD M SD
Text 3.27 0.49 3.34 0.55
Visual 3.58 0.41 3.78 0.53
Auditory 3.55 0.41 3.78 0.59
Active 3.71 0.46 3.76 0.69
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Learning Style Preferences (3) Paired t-test
(N372)
Learning Styles M SD t df p
Text-visual -.316 .64 -9.37 353 .000
Text-auditory -.274 .61 -8.53 354 .000
Text-active -.452 .62 -13.69 354 .000
Visual-auditory .027 .49 1.07 354 .283
Visual-active -.142 .49 -5.46 354 .000
Auditory-active -.170 .47 -6.73 354 .000
plt.05
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Learning Style Preferences (4) Paired t-test
(N101 ENG majors)
Learning Styles M SD t df p
Text-visual -.44 .79 -5.53 96 .000
Text-auditory -.44 .82 -5.26 96 .000
Text-active -.43 .87 -4.96 96 .000
Visual-auditory .005 .54 .093 98 .926
Visual-active .010 .75 .134 98 .893
Auditory-active .005 .71 .071 98 .944
plt.05
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Conclusion

• Provide materials related to the cross-section
  activities
• Offer challenging materials
• Offer materials supporting different perceptual
  learning styles

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References

• Healey, D. (2007). Theory and research Autonomy
  and language learning. In J. Egbert and E.
  Hanson-Smith (Eds.), CALL environments Research,
  practice, and critical issues. Alexandria, VA
  TESOL.
• Liu, Y-C, Shih, Y-C. D., Yeh, Z-W. (2008). A
  study of developing an online learning styles
  inventory. In T. W. Chan, G. Biswas, F. Chen, et
  al. (Eds.), Proceeding of ICCE 2008 the 16th
  International Conferences on Computers in
  Education (pp. 389-390). Asia-Pacific Society for
  Computers in Education. (NSC 95-2520-S-030-002-MY2
  )
• Shih, Y-C. D. (2007). A study on college
  learners learning style preferences and online
  learning in different cultures. Midterm Report
  for National Science Council Grant (NSC
  95-2520-S-030-002-MY2).
• Oxford, R. (2003). Toward a more systematic model
  of L2 learner autonomy. In D. Palfreyman Smith,
  R. C. (Eds.). Learner autonomy across cultures
  Language education perspectives (pp. 75-91). New
  York Palgrave Macmillan.